Grid Method (multiplication)

[teachersaspirations]

as a parent have spoken to the school about this method and have been told that it is the method prescribed by M.Gove & co
being a bit older than M.Gove I was taught the old fashioned method
Is it true that methods of teaching now prescribe to this level of detail?

I like the grid method personally, but I don't think it really matters as long as the child comes to the right answer. Each to their own (method):)

I think I recall ( from a SATS feedback session my county runs) that the percentage of mistakes is higher when children try to use the column method rather than the grid which is probably why it is still widely taught. However I also think that some of this is because the column method has been badly taught ( and in some cases not taught at all-just "picked up" from parents!) and this might change now that "formal methods" have greater prominence in the new curriculum.

Hi:

I know teachers have so far talked about things - but for Mums out there.

The new national curriculum (so from Sept 2014) for primary maths (key stage 1 and 2) can be found here: www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study. This also has Key stage 3 curriculum for those wanting to know about what happens next. Just scroll down.

There's a handy little appendix about the range of methods which shows ye olde short & long multiplication/ division methods here: www.gov.uk/government/uploads/system/uploads/attachment_data/file/238967/Mathematics_Appendix_1.pdf

Personally parents get involved teaching column method in the absence of progress/ assistance/ support from schools. Grid method is nice in breaking down something complicated

say 33 x 423

into more manageable (and presumably easily calculable products).

so this would be

3 x 400 = 1200
3 x 20 = 60
3 x 3 = 9

30 x 400 = 12000
30 x 20 = 600
30 x 3 = 90

add up all products for the grand total.

12000
600
90
1200
60

•   9
  

-----
13959
-----
1

I suspect that column method (if taught well) results in less mistakes. I get that spanieleyes may be quoting a study - but the question you have to ask is are thses children trying column method in the absence of good teaching about multiplication skills?

Statistically you are carrying out far more operations by having to add 6 products together afterwards thereby increasing your chances of error - rather than traditional long multiplication:

   423

x 33
-----
1269
12690
------
13959

By the way (and this just may be our school - bless them) - but one of my bugbears is that my DDs have never been taught in school about what happens to numbers when multiplying by 10, 100, 1000. (DD1 in Y6 says they're now introducing this and she was asked to explain it).

I get the way I was taught (do the digits then add zeros) - didn't make mathematical sense - but was a successful method (for me at least). I do like the count zeros and move over that many columns (mathsfactor approach to this - also works nicely in reverse (so moving rigth of decimal point) for decimals) - which DDs have responded to well - but what shocks me is both DDs (Y4 & Y6) are saying they're having to explain this at school and the kids don't get it.

In theory if you know your multiplication tables to x9 (which I think Gove wants kids to know to x12) - long multiplication is simply applying that knowledge in a condensed vertical grid & then carrying out multiple (2 or more) single digit additions (which I presume kids can do post KS1).

sorry folks - lost my lovely columns once I posted this.